few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Work with addition and subtraction equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use properties of operations to generate equivalent expressions.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Understand the connections between proportional relationships, lines, and linear equations.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 20.

Use polynomial identities to solve problems.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Work with equal groups of objects to gain foundations for multiplication.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand properties of multiplication and the relationship between multiplication and division.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Represent and solve problems involving multiplication and division.

Generate and analyze patterns.
problem_activity: Task
An ant has a mass of approximately $4 \times 10^{−3}$ grams and an elephant has a mass of approximately 8 metric tons.
How many ants does it take to have the same mass as an elephant?
An ant is $10^{−1}$ cm long. If you put all these ants from your answer to part (a) in a line (front to back), how long would the line be? Find two cities in the United States that are a similar distance apart to illustrate this length.
Note: 1 kg = 1000 grams, 1 metric ton = 1000 kg, 1m = 100 cm, 1km = 1000 m


correct_option_index: 25